Developing

language-aware
pedagogy in early
childhood
education and
care
LANGPEDA TOOL
 Contents
TO THE READER 3

SECTION 1 ASSESSING A LANGUAGE-AWARE LEARNING ENVIRONMENT 4

Form 1 6

SECTION 2 EXAMINING THE LINGUISTIC ENVIRONMENT OF

A MULTILINGUAL CHILD 8
Form 2A 10
Form 2B 14

SECTION 3 MONITORING THE FINNISH LANGUAGE PROFICIENCY OF

A MULTILINGUAL CHILD 16
Form 3 18
2
Form 3.1 20
Form 3.2 22
Form 3.3 24
Form 3.4 26

ISBN (print) 978-951-29-8183-0

ISBN (online) 978-951-29-8184-7

Developing language-aware pedagogy in early childhood education and care

To the reader
The LangPeda tool has been developed to answer the need to develop language-aware ap-
proaches in early childhood education and care and to support the Finnish language learning
of multilingual children in particular. The National Core Curriculum for Early Childhood
Education and Care (2018) calls for the support of children’s linguistic and cultural identities
(2018, 25, 49) and thereby the implementation of a language-aware pedagogy. It is up to the
ECEC personnel to assess the ways in which pedagogical activities support the development
of a child’s linguistic skills and overall growth.

The three-part LangPeda tool helps support language-aware ECEC in which the signifi-
cance of languages to the learning, development, interaction and identities of a child are
understood (National Core Curriculum for ECEC 2018, 32). The tool helps to

1) assess and develop ECEC learning environments in relation to language awareness

2) examine the linguistic environment of a multilingual child in cooperation with the guardians
3) monitor the development Finnish language proficiency of a multilingual child.

Each section begins with a brief introduction explaining the aims of the section and the
principles of language-aware ECEC on the basis of the National Core Curriculum for ECEC 3
(2018). The tool always guides users back to examine the ECEC environment and the activ-
ities of the personnel and to ask if the ECEC practices and procedures are sufficiently lan-
guage-aware and model rich use of language so that they foster the development of Finnish
language proficiency in the best possible way.

It is important to realize that language proficiency and activities are changing constantly,
which is why assessing learning environments and language proficiency always provides only
momentary knowledge. This tool also provides only a partial picture of the child’s environ-
ments and Finnish language learning progress, but it helps provide important information
to develop practice.

The LangPeda tool has been developed as a joint effort by ECEC professionals across Fin-
land, in addition to which the tool was piloted in 27 municipalities during its development.
Thank you to everyone who took part in developing the tool for piloting it and providing
user feedback and suggestions for development! The publication of this ECEC tool has been
made possible by unique national collaboration. We wish all users an instructive language
awareness journey with the LangPeda tool!

In Helsinki, Vantaa and Turku, 1 September 2020

On behalf of the development team of the tool

Heidi Harju-Luukkainen, Marjaana Gyekye, Nina Thurin, Niina Kekki and Maria Tyrer
LangPeda tool
 Section 1
Assessing a language-aware
learning environment
According to the National Core Curriculum for ECEC (2018, 65) the personel’s goal-ori-
ented and systematic self-assessment is essential for maintaining and developing the quality
of ECEC. The target of assessment may include interactions between the personnel and the
children, atmosphere in the group, pedagogical working approaches, content of activities, or
learning environments.

The purpose of ECEC is to strengthen the development of Language-

children’s linguistic skills and readiness and their linguis-
tic identities. A language-aware learning environment is aware
based on an operational culture that support the child’s personnel help
development and learning in diverse ways. (National Core
Curriculum for ECEC 2018, 29.) The practice of language the child learn
4 awareness can be examined from multiple perspectives. Finnish,
The perspectives chosen in Form 1 are personnel activi-
ties, learning environments and the child’s participation appreciate all
and involvement. The form helps the team working with a the child’s
group of children to jointly assess and record how the dif-
ferent statements are realized in their group. In addition, languages, and
observations of what already works and what should still make multilin-
be developed and how are written under each statement.
gualism visible.
In a language-aware learning environment, languages are
present constantly and everywhere. All languages are important. Language-aware personnel
help the child learn Finnish, appreciate all the child’s languages, and make multilingualism
visible. The personnel also stimulates the child’s curiosity and interest in languages, cultures,
and world views. (National Core Curriculum for ECEC 2018, 25-26, 32.) For the sake of the
development of interaction skills, it is important that the child is heard. A language-aware
learning environment offers a wide range of opportunities for listening comprehension,
speaking, and using language in diverse ways. The learning environment should, for exam-
ple, display different types of texts and literature in a variety of languages. Personnel reads
and tells stories to the children, and encourages them to come up with their own stories.
(National Core Curriculum for ECEC, 2018, 44-45.) A language-aware learning environ-
ment is always assessed and adjusted according to the interests and competence of the group
of children in question.
Developing language-aware pedagogy in early childhood education and care
As a team working with a group of children,
assess how the statements in the form are
realized in your group. Under each statement,
write your observations of what already works
and what should still be developed and how.

LangPeda tool
 FORM 1 ASSESSING A LANGUAGE-AWARE LEARNING ENVIRONMENT

Date of assessment, group name and team members

ASSESSMENT SCALE 1 Seen regularly – 2 Needs some development – 3 Needs substantial development
PERSONNEL ACTIVITIES 1 2 3
1. The personnel act as linguistic models, help the child expand their vocabulary and adapt their speech
to the child’s level of proficiency.
What already works in the group? What should still be developed and how?

2. The personnel create a permissive and interactive atmosphere where the child is heard and accepted
(e.g., enough time to listen to what the child has to say, tones of voice, non-verbal communication such as
gestures, expressions, and touch).
What already works in the group? What should still be developed and how?

3. The personnel encourage the child to use the languages they speak in various situations.

What already works in the group? What should still be developed and how?
LEARNING ENVIRONMENT 1 2 3

1. The languages used by the child can be found in books, pictures, games, play and texts.

What already works in the group? What should still be developed and how?

2. Activities are differentiated to strengthen language proficiency (e.g., small groups and individual
guidance).
What already works in the group? What should still be developed and how?

3. The learning environment is modified according to the children’s needs and interests in light of their
developing language proficiency (e.g., observation, use of pictures).
What already works in the group? What should still be developed and how?

CHILD’S INCLUSION 1 2 3
1. The personnel allow each child to be heard and included in all activities, regardless of their age, language
skills or language background (e.g., gestures, use of pictures, repetition, observation).
What already works in the group? What should still be developed and how?

2. The personnel actively support the development of children’s multilingualism together with the
guardians (e.g., provide guardians with pictures of vocabulary and songs learned in day care).
What already works in the group? What should still be developed and how?
 Section 2
Examining the linguistic
environment of a multilingual
child

Every mother tongue is valuable and worth protecting. Languages hold importance for
developing a sense of self, and joining a language community, and relating to the surround-
ing society. (Finnish National Agency for Education 2016.) Languages are interconnected,
and a strong proficiency in one’s mother tongue(s) supports not only the learning of a new
language, but all other learning as well (Cummins, 2007).

Section 2 helps examine the languages of a multilingual child and the situations in which
they use language(s) in collaboration with the guardians. It helps clarify when, where and
8
with whom the child uses their languages. In addition, it visualizes the languages the child
hears in their environment. The guardians’ view of the child’s languages, competence and
learning is an important starting point for planning language-aware pedagogy. According to
the National Core Curriculum for ECEC (2018, 53), the objectives and methods of Finnish
ECEC should be explained to the guardians. As part of this conversation it is important to
discuss the family’s language environments, language related decisions, the significance of
the mother tongue(s), and stages of language development. Section 2 supports this discus-
sion and makes the child’s linguistic environment visible, producing valuable information
that can be used by the personnel, together with the guardians, to strengthen the develop-
ment of proficiency in all the child’s languages.

The guardians have the primary responsibility for maintaining the child’s mother tongue(s)
and cultures (National Core Curriculum for ECEC 2018, 50-51). However, in terms of the
development of language proficiency, linguistic and cultural identities, and the self-esteem
of multilingual children, it is important that the personnel are aware of the languages spoken
in the child’s environment (National Core Curriculum for ECEC 2018, 32). This awareness is
the key to implementing a goal-oriented language-aware pedagogy, which should also take
into consideration the second national language of Finland, the minority languages spoken
in Finland (see The Constitution of Finland 1999/731, Section 17), and dialects.

Developing language-aware pedagogy in early childhood education and care

INSTRUCTIONS FOR USING
FORM 2A LINGUISTIC
ENVIRONMENT OF
A MULTILINGUAL CHILD
Every
mother
Form 2A is an alternative to form 2B. Together with
the guardian(s), choose and fill in the form that

tongue is
seems more relevant. The form can be filled during
the child’s individual ECEC plan discussion or the

valuable
pre-schooler’s personal learning plan discussion.

The child’s linguistic environment has been divid-

ed into three parts in form 2A: the child’s family,
free time and hobbies, and ECEC/pre-primary
education. The guardian(s) fill in the blanks in the
top row with the languages present in the child’s
environments. Every section is discussed with
the guardian, and the guardian marks an X under
the language the child uses in the activity given in
the table. The ECEC teacher fills in the sections
concerning ECEC or pre-primary education. This
provides the guardians an understanding of the
child’s linguistic environment in ECEC or pre-pri- 9
mary education. The tables help form an overall
picture of the child’s linguistic environment.

Once the child’s linguistic environment has been

visualized, you can discuss the following ques-
tions, for example:

• Does the filled in form match the guardians’

view of the child’s languages? Is each language
used as much as the guardians’ expected?

• Does the child receive enough stimulation in the

languages that the family hopes the child can
speak?

• Which of the child’s language(s) should be

strengthened even more?

• How could the language(s) be strengthened

(conversations with the child, reading books to
the child, hobbies, media etc.)?

Notes of the discussion are documented at the

bottom of the form. The notes can be used, for
instance, when writing a pedagogical plan in the
child’s ECEC or pre-primary learning plan.
 FORM 2A LINGUISTIC ENVIRONMENT OF A MULTILINGUAL CHILD
Child’s name Date
Child’s name
Language Language Language Language Language

Guardian
Guardian
Siblings
Grandparents
Grandparents
Other relatives
Other, who?
Other, who?

Child’s free time and hobbies

Language Language Language Language Language

Friends
Adults (e.g., hobby instructor)
Books, stories etc.
Music, nursery rhymes etc.
TV, computer, tablet etc.
Other activity, what?
Other activity, what?
 Child’s ECEC or pre-primary education
Language Language Language Language Language

Learning environments
Personnel
Friends

Notes on the joint discussion concerning the child’s languages, their development and support (see the guiding
questions on p. 9).
12
INSTRUCTIONS FOR USING
FORM 2B LINGUISTIC
ENVIRONMENT OF
A MULTILINGUAL CHILD
Form 2B is an alternative to form 2A. Together
with the guardian(s), choose and fill in the form
that seems more relevant. The form can be
filled during the child’s individual ECEC plan
discussion or the pre-schooler’s personal
learning plan discussion. You need coloured
pencils to fill in form 2B.
The child’s linguistic environment has been
divided into three different parts in form 2B:
Developing language-aware pedagogy in early childhood education and care
the child’s family, free time and hobbies,
and ECEC/pre-primary education. The
guardian writes the languages present in the
child’s life on the lines and chooses a colour
for each language. Every part is discussed
with the guardian. The guardian colours in
the shares of different languages in each
part of the child’s linguistic environment. For
instance, if the child’s friends include speakers
of Russian, English, Finnish and Arabic, the
guardian colours in the circle for friends using
these colours. The guardian can also estimate
how much each language is used: if the child’s
friends speak Russian more often than Finnish,
for example, the Russian share in the circle can
be larger. The idea is that the colours help il-
lustrate the child’s linguistic environment from
the guardian’s point of view.
 13

The ECEC teacher colours in the section con- • Does the child receive enough stimulation
cerning ECEC or pre-primary education. This in the languages that the family hopes the
also gives the guardians an idea of the child’s child can speak?
linguistic environment in ECEC or pre-primary
education. • Which of the child’s language(s) should be
strengthened even more?
Language Russian
Language Finnish Friends • How could the language(s) be strengthened
Language English (conversations with the child, reading books
Language Arabic to the child, hobbies, media etc.)?

Once the child’s linguistic environment has Notes of the discussion are written at the
been visualized, you can discuss the following bottom of the form. The notes can be used, for
questions, for example: instance, when writing a pedagogical plan in the
child’s ECEC or pre-primary learning plan.
• Does the filled in form match the guardians’
view of the child’s language? Is each
language used as much as the guardians’
expected?
LangPeda tool
 FORM 2B LINGUISTIC ENVIRONMENT OF A MULTILINGUAL CHILD

Child’s name Date

Language

Language
CHILD’S FAMILY
Language

Language

Language
Guardian Siblings Guardian

Other, who? Other, who? Grand- Grand-

parents Relatives parents
 CHILD’S FREE TIME AND HOBBIES CHILD’S ECEC OR PRE-PRIMARY
EDUCATION

Adults, e.g., Books, Learning

Friends hobby environments Personnell
stories etc.
instructor

Music, nursery TV, computer, Other activity, Other activity,

rhymes etc. tablet etc. Friends
what? what?

Notes on the joint discussion concerning the child’s languages, their development and support
(see the guiding questions on p. 13).
 Section 3
Observing the Finnish langua-
ge skills of a multilingual child
Learning the language of instruction, i.e., the language in the environment that is the tar-
get of learning, is a process that resembles the development of one’s mother tongue. The child
absorbs sounds, words and expressions in the new language from their environment, even
though they may not necessarily speak it themselves at first. The language of a child under
school-age is still under development, and progress is made in all the main areas of language
development both in the mother tongue(s) and in Finnish
(National Core Curriculum for ECEC 2018, 43, 53). The
goal is that the child’s Finnish language skills will develop as Listening
age-appropriately as possible. Section 3 has been designed to compre-
observe the progress of Finnish language learning of a mul-
tilingual child whose first language has developed according hension skills
to general milestones. In addition, the section supports the develop faster
planning of well-timed language-aware instruction.
16 than speaking
Before examining the child’s Finnish language proficiency, skills.
the team should assess the ECEC learning environment and
the activities of the personnel (Section 1) and examine the linguistic environment of the
multilingual child (Section 2). The child’s Finnish language skills can only be assessed on the
basis of what the child has had the opportunity to learn. Language-aware learning environ-
ments, methods, approaches and goal-oriented Finnish language instruction promote the
child’s accumulation of language skills.

Finnish language proficiency and learning needs should be taken into consideration when
preparing the child’s individual ECEC plan and learning plan for pre-primary education, and
when assessing the success of the plan. The Finnish language skills of the child should be ex-
amined at least once a year and whenever needed. Before the personnel can assess the child’s
Finnish language learning, they need to actively and regularly observe and document the
progress of the child’s Finnish language skills. The forms in Section 3 can be used to support
this observation. It is important that the personnel discuss their observations together with
regards to the child’s progress in the main areas of language development (interaction skills,
language comprehension skills, speech production skills, language usage competencies, lin-
guistic memory and vocabulary, and language awareness, see Figure 1).

The forms have been created so that the Language proficiency scale (2016) for basic educa-
tion has been combined and applied to the main areas of children’s linguistic development
Developing language-aware pedagogy in early childhood education and care
described in the National Core Curriculum for ECEC (2018). A new addition is the pre-lin-
guistic pre-A1 level of proficiency in Finnish at which the child does not yet understand or
speak any Finnish. Section 3 contains a total of four proficiency levels: no Finnish language
skills yet (pre-A1), evolving elementary language proficiency (A1), developing basic lan-
guage proficiency (A2) and fluent basic language proficiency (B1).

The assessment form of each proficiency level begins with a general description of the typical
skills at the level and how Finnish language skills develop when moving to the next profi-
ciency level. The statements to assess at each proficiency level portray progress in the main
areas of language development. Finnish language skills are only assessed at the level of pro-
ficiency that best describes the child’s competence at the time. The idea is not to go through
all the proficiency levels in one assessment session. Finding the level that best describes the
competence can be difficult if the skills are more advanced than at the pre-A1 or the A1 level
of proficiency. You can start going through the levels by reading their general descriptions,
starting with B1 and working your way backwards until you find the level of proficiency that
best matches the child’s skills.

There are two assessment criteria. “Developing” includes budding and uncertain skills that
are demonstrated with varying success and usually in supported situations. These skills are
therefore not yet fluent and operating them is inconsistent, although there is evident pro-
17
gress. “Developed” means that the child is able to function in the situation of observation
using Finnish, with minor or no support. Displaying the skill is therefore generally consistent
and confident, although it may not necessarily be entirely fluent and accurate yet. The date of
the assessment is marked on the form next to each assessment criterion. If the skill is not yet
present, the field is left blank and returned to later.

The different areas of language development often progress at a different pace. Language
comprehension skills develop faster than speech production skills. Speech production skills
gradually evolve into the skill to use situation-aware language. Language comprehension and
speaking are bound together, and at the same time, dependant on interaction and linguistic
memory and vocabulary. Language awareness fosters the development of the different areas
and grows while the other areas develop. Therefore, the Finnish language skills profile can
be uneven and not all skills are necessarily noticeable at all proficiency levels. The Finnish
language proficiency assessment is an indicative assessment of the situation concerning de-
veloping skills and competence.

The assessment criteria highlight developing skills and competence. When personnel discuss
the child’s level of proficiency in Finnish language they produce information, which can be
used for planning and developing language aware practices as well as teaching Finnish. It is
up to the team to observe the skills together, but the ECEC teacher is responsible for moni-
toring the learning process of the child and planning pedagogical activities.

LangPeda tool
 FORM 3 OBSERVING THE CHILD’S FINNISH LANGUAGE PROFICIENCY LEVEL

Background on the child’s participation in Finnish-language activities Date

Surname and first names of the child:

Name normally used (or how the name is pronounced):

Date of birth: Place of birth:

Mother tongue(s):

Previous participation in Finnish-language activities (place, time, date–date):

Starting time in the current ECEC place/group (date and place):

Participation: club / part-time / full-time / other, which:

Attendance is regular / attendance is irregular , please specify:

Periods of absence outside holiday periods and their durations:

Notes

Place of assessment, assessor, date:

 Language Speech Language Linguistic
Interaction Language
comprehension production use memory and
skills awareness
skills skills competencies vocabulary

Developing linguistic identities

Figure 1. The main areas of children’s linguistic development in early childhood education and care
(National Core Curriculum for ECEC 2018, 44).

“The language skills of foreign language speaking and pluri-
lingual children, as well as the development of their linguistic
and cultural identities and self-esteem, are supported in early
childhood education and care. The development of Finnish/
Swedish skills is promoted with a goal-oriented approach in
different areas of linguistic skills and capacity based on the
needs and capabilities of children. Versatile interactive sit-
uations and learning environments are used to provide the
children with opportunities to use and learn Finnish/Swed-
ish as a second language. Concrete everyday language and
its resource of expressions are the starting point for learning
the Finnish/Swedish language. Language comprehension and
production skills develop in connection with one another. Chil-
dren learn to make observations as well as express their ide-
as, emotions, and opinions in a manner that is suitable for the
situation and natural to them.” (National Core Curriculum for
ECEC 2018, 53.)
“Skills in interaction situations: Listening comprehension and
speaking are closely linked in authentic interaction. Rather
than being a monologue, speaking means functioning in an
interaction situation where a person has to be able to react
to the activities of his or her partners in the interaction. This
requires listening comprehension and the skills to interpret
the interaction situation.” “The student’s age, proficiency in
his or her mother tongue and school background affect the
amount of knowledge of the world and strategic skill the stu-
dent has to exceed the limits of his or her language proficien-
cy.” (Language proficiency scale 2016.)
 FORM 3.1 OBSERVING THE CHILD’S FINNISH LANGUAGE PROFICIENCY LEVEL

Child’s name Date

Pre-A1 proficiency level in Finnish: no Finnish language skills yet
The child subsists in certain everyday interaction situations, as long as they feel safe in the situation and environment. The child
needs pictures and illustration and/or words in their mother tongue to support interaction in order to interpret very simple and
clear situational speech. The child must be allowed to observe others’ behavior and mimic it. The child often responds with a
look, gesture, or expression to initiated interaction addressed to them and supported, e.g., with their name, picture, or gesture.
The child may use their mother tongue(s).

Skills at the pre-A1 proficiency level

Interaction skills Developing: date Developed: date

Observes other children’s activities.

Follows the example of others.

Shows interest in speech by giving a look or making a gesture.

Initiates interaction with a look, gestures, expressions, touch, or using pictures.

Language comprehension skills

Follows some simple, situation-specific instructions supported with pictures and gestures.

Speech production skills

Points to the object they mean.

Uses a gesture, expression or picture to ask a conversation partner to name things and objects.

Language use competences

In the immediate situation, repeats easy, short words and greetings that occur frequently on a daily basis.
Linguistic memory and vocabulary Developing: date Developed: date

Lists simple words, such as numbers, colours, or objects.

Language awareness

Participates by observing the reading of a simple picture book.

Date, examples of speech produced by the child, and other observations:

How does language proficiency develop from the pre-A1 to the A1 level?
The child starts to acquire Finnish language from their environment. From the start, the child makes observations about the
language they hear and accumulates an understandable vocabulary, even if they may not yet speak the language themselves.
The child gradually starts to repeat words and phrases according to the example they have heard. Word meanings start to
become more organized in contextual usage. The child needs extensive speech modelling and illustration using pictures, ges-
tures and demonstrations.
 FORM 3.2 OBSERVING THE CHILD’S FINNISH LANGUAGE PROFICIENCY LEVEL

Child’s name Date

Evolving elementary language proficiency, level A1: limited communication in the most familiar situations
The child is usually able to function in certain recurring everyday one-on-one situations that involve use of language. The child
relies heavily on expressions and gestures in interaction. They understand brief instructions and familiar topics in slow and,
when necessary, repeated speech. They can name familiar items and recognize familiar words and expressions in clearly spoken
language and read text. Learning new things requires demonstration and picture support as well as clear and slow speech and
repetition so that the child can understand certain elements of the topic being addressed. A familiar speaker and parlance make
comprehension easier. The child requires a lot of help from conversation partners. Speech may contain a lot of long breaks, re-
petition and interruptions. Understanding the topic in unstructured social speaking situations requires a lot of support from the
context and situation-specific hints. With regard to instructive discourse, the child understands the topic with the help of pictu-
res and clearly designated key words. The ability to understand an unfamiliar word is limited even in a very predictable context.

Skills at the evolving elementary language proficiency A1 level

Interaction skills Developing: date Developed: date

Responds to initiated interaction.

Briefly answers familiar, simple questions.

Initiates interactions verbally (using 1–2 words).

Language comprehension skills

Understands brief instructions, questions and commands that are repeated on a daily basis.

Recognizes familiar words from speech.

Speech production skills

Names familiar objects and items.

Uses short, memorized expressions and phrases.

 Developing: date Developed: date

Briefly answers easy questions related to everyday situations (using 1–2 words).

Language use competences

Expresses a lack of understanding non-verbally or verbally.

Asks questions (what) related to familiar situations and everyday life.

Linguistic memory and vocabulary

Remembers some parts of songs and rhymes.

Language awareness

Utilizes visual clues.

Listens to short fairy tales and stories for a moment when illustrative support (objects, pictures) is used.

Date, examples of speech produced by the child, and other observations:

How does language proficiency develop from the A1 to the A2 level?

Speaking becomes more continuous. The output has more vocabulary and content. The need for direct support from the
conversation partner decreases. Comprehension increases from the level of individual words and phrases to understanding
some of the main points and longer passages.
 FORM 3.3 OBSERVING THE CHILD’S FINNISH LANGUAGE PROFICIENCY LEVEL

Child’s name Date

Developing basic language proficiency, level A2: basic needs for direct social interaction and brief narrative
The child still relies heavily on expressions and gestures in interaction. The child manages with language use situations associat-
ed with daily routines in early childhood education and care. They understand recurring instructions and tasks and use the most
common phrases. They talk briefly about familiar and contextual topics. Comprehension requires slow and clear speech, repeti-
tion and a familiar topic. The child’s speech is fluent at times, but various pauses are very common. Pronunciation and inconsis-
tent language structures may occasionally cause comprehension difficulties. The child needs a lot of models and support when
practising speaking. Acquiring new information and skills requires a lot of support. The child needs guidance regarding what they
should focus on in spoken language or text that is read out loud. With regard to instructive discourse supported with illustrative
methods, the child understands the theme and some information. They understand fragments of information from text read
out loud when it is illustrated. The child can express their lack of understanding verbally and may ask clarifying questions. In
unstructured social situations, the child has difficulty understanding what others say if the speech does not contain concrete
situational hints and actions. The child recognizes their name when it is written down and can write their name using an example.

Skills at the developing basic language proficiency A2 level

Interaction skills Developing: date Developed: date

Is able to focus on what is relevant with the help of the conversation partner.

Language comprehension skills

Notices when the topic of conversation changes.

Understands contextual speech about topics that are important or familiar.

Understands simple concepts associated with quantity, attributes, and prepositions of place
(a lot, a little, big, small, in front of, behind, next to).

Speech production skills

Answers questions about familiar topics, asks questions, and requests explanations and repetition.

When asked, talks about themselves, their family, living environment, and everyday events.
 Developing: date Developed: date

Discusses familiar topics but needs help from the conversation partner in order to maintain the conversation.

Language use competencies

Uses short sentences to describe what is happening in, e.g., a picture.

Uses euphemisms when speaking.

Linguistic memory and vocabulary

Actively uses their growing vocabulary.

Language awareness

Deduces the meaning of words based on contextual, sentence and picture clues.

Understands some information in a short story that is read out loud.

Date, examples of speech produced by the child, and other observations:

How does language proficiency develop from the A2 to the B1 level?

Interaction gradually improves also in unpredictable situations. The child’s ability to take the initiative in conversation deve-
lops. They learn to understand and discuss topics that are not directly related to their life or sphere of life. They are able to par-
ticipate in discussion with several people or in a group situation. The child is also able to vary their expression and expression
is more continuous and coherent.
 FORM 3.4 OBSERVING THE CHILD’S FINNISH LANGUAGE PROFICIENCY LEVEL

Child’s name Date

Fluent basic language proficiency, level B1: coping in everyday life
The child understands the key points of clear speech and is able to participate in a discussion. They can express themselves
understandably also in a group situation, if the topic is familiar. Narration may be linguistically simple and limited and list-like or
broad and unclear in terms of content. The inaccuracy of speech does not affect the success of the speaking situation. The
child can follow instructive discourse, but still needs support in recognizing the key points. Understanding a long instruction
requires careful concentration and a calm environment. Working independently according to heard instructive discourse may
be difficult. When assisted, the child can speak briefly in their turn and answer questions related to what they said. In unstruc-
tured social situations, the child is mostly able to follow the speech of others if the speech is general in nature or familiar spo-
ken language. Participation in conversation when the tempo is fast causes difficulties. It can be difficult to recognize the tones
of speech. The child does not require a written example to write their name correctly and without letter reversal.

Skills at the fluent basic language proficiency B1 level

Interaction skills Developing: date Developed: date

Interaction is successful even if the linguistic expression may not be entirely accurate.

Language comprehension skills

Understands the main ideas and details of a broader conversation.

Speech production skills

Is able to talk about events in their life also in detail.

Is able to express their opinion and views and make suggestions.

Language use competencies

Can express themselves relatively effortlessly and independently, although breaks and interruptions may occur in speech.
Linguistic memory and vocabulary Developing: date Developed: date

Is capable of versatile verbal expression.

Language awareness

Is able to play with language.

Is able to follow picture books read out loud.

Date, examples of speech produced by the child, and other observations:

How does language proficiency develop from the B1 to the B2 level?

The B2 level can be expected only from school-aged children. During basic education, the child’s development and learning
process helps improve the abstract level of thinking, making it easier to deal with conceptual topics. Expression becomes
more varied and idiomatic. The student has many alternative ways of expressing things. Communication becomes more in-
dependent, and the student is able to control interaction situations themselves. The student learns to differentiate between
the modes of language suitable for different situations (including the formal and informal register) in varying contexts and to
use language systematically according to the situation and purpose. It is relatively easy to understand popularized topics and
talk and write about them, even when the topics are not directly related to the student’s life and interests. Accuracy increases,
means of expression become more diverse and expression is more concise.
 Sources
Cummins, J. 2007. Rethinking monolingual instructional strategies in multilingual
classrooms. Canadian Journal of Applied Linguistics 10, p. 221–240.

Harju-Luukkainen, H. & Kultti, A. 2017. Undervisning i flerspråkig förskola. Gleerups

förlag.

Harms, T., Clifford, R. & Cryer, D. 2015. Early Childhood Environment Rating Scale
(ECERS-3). New York: Teachers College Press.

Language proficiency scale 2016. National Core Curriculum for Basic Education 2016,
Finnish and Swedish as a second language and literature (support material). Finnish
National Agency for Education.

OPH 2016 = Oma kieli – oma mieli. Oppilaan oma äidinkieli. Finnish National Agency for
Education.
28
Sallinen, J., Paqvalén, M., & Harju-Luukkainen, H. 2009. Språkgroddar: Information om
barns språkutveckling. Helsinki: Folkhälsan.

Språkligt observationsschema för barn som lär sig svenska som andraspråk (S2).
Espoo: Svenska bildningstjänster.

Språkprogram för förskolorna i Enskede-Årsta-Vantör 2015. Stockholms stad.

The Constitution of Finland 1999/731. Enacted in Helsinki on 22 April 1999. Available

online at <https://www.finlex.fi/fi/laki/ajantasa/1999/19990731>

National Core Curriculum for Early Childhood Education and Care. Regulations and
guidelines 2018:3c. Finnish National Agency for Education.

Developing language-aware pedagogy in early childhood education and care

Developing
language-aware
pedagogy in early
childhood
education and care
LANGPEDA TOOL

Team leader
Heidi Harju-Luukkainen

Team
Johanna af Björksten
Irene Altundas Design and editing
Satu Antikainen Heidi Harju-Luukkainen
Tiia Elomaa Marjaana Gyekye
Marjaana Gyekye Nina Thurin
Riitta Hakkarainen Niina Kekki
Terhi Hyvärinen Maria Tyrer
Virpi Hämäläinen
Riitta-Liisa Joutsenlahti Layout 29
Irmeli Järvinen Jaska Poikonen
Jaana Kastikainen
Auli Kauhanen-Salomäki LangPeda is a tool that has been developed in spring
Taija Korhonen 2019 as part of the project entitled “Opettajana
Minna Lehtivuori-Ahonen monikielisessä ja -kulttuurisessa yhteiskunnassa”
Kirsi-Marja Lehtovirta (Being a teacher in a multilingual and multicultural
Minna Lyytinen society), coordinated by the Department of Teacher
Niina Nevalainen-Pohjala Education at the University of Turku and funded by the
Kirsi Pennanen Ministry of Education and Culture. The tool was piloted
Teija Pylkkänen in 27 municipalities in the autumn and winter of 2019–
Niina Rosvall 2020, based on which its development was completed
Mirkka Rouhio
as part of the project “Diverse Education and Early
Tuija Ruonala
Childhood Education and Care” (Moninainen opetus
Jenni Suokas
Nina Thurin ja varhaiskasvatus), coordinated by the Department
Riikka Tidenberg of Teacher Education at the University of Turku and
Tuija Vähätiitto funded by the Finnish National Agency for Education.
The team was composed of ECEC professionals from
ISBN (print) 978-951-29-8183-0 across Finland.
ISBN (online) 978-951-29-8184-7
Publisher © University of Turku 2020

LangPeda tool
Notes